Policy makers are those relatively powerful people who have been elected or appointed to office to solve problems at one of the above levels. Students are often intrigued by social problems and frustrated with existing policies (or the lack of them) but perceive themselves as distant from policy makers. Initiatives such as the American Democracy Project and other civic engagement opportunities teach students how to become empowered by decreasing distance between students and policy makers.
When a population is large and diverse, the political environment is comprised of a fragmented network of groups within the larger population which represent certain interests. People within these special interest groups are aware of relevant issues and as a result are in a position to influence policy. Thus, the relevant public for any policy area are those stakeholders who have been exposed to certain information and who have a direct interest in that area of policy (Tucker, 1974). Within this relevant public, a few possess the motivation to actively and persistently work to actually influence the political process. Tucker (1974) terms this subgroup of activists an active minority and depicts the relationship of the active minority to the relevant public and everyone else in the following way Figure 5 (pdf).
Both groups need to include those who are educated on the issues as well as those who are employed in relevant professions. An aspect of professional identity is political engagement to influence relevant public policy. Preparation for such roles can begin in the classroom when students are encouraged to relate factual knowledge to public policy.
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